Villawood East Public School

Aim High

Telephone02 9724 3339

Our Philosophy

kids playing in the sand

At Villawood East Public School Preschool children will be welcomed into attractive play spaces and offered rich learning experiences based on the Early Years Learning Framework. Children will be supported to feel part of the preschool community by ‘Belonging, Being and Becoming’.  We will be sensitive to each family’s individuality and work towards creating a community, where all who are part of it are respected and valued





kids using paint

Our location

Our preschool is situated on Darug land and an appreciation and understanding of Aboriginal and Torres Strait Islander culture is embedded into the program; children contribute through a ‘Welcome to Country’ song and showing respect for land and its inhabitants.

Our team and the drive for collaboration

At Villawood East Preschool, we believe in the importance of collaboration amongst families, children, and the wider school. We seek input through a plethora of methods and information gained here informs our practice. Communication between educators is critical to ensuring a consistent learning space for children and critical reflection and staff meetings provide a forum for exchanging information and informing colleagues. Staff are constantly looking to upskill, and opportunities are provided for staff to succeed, with research fuelling and informing practice.

We aim to bridge the gap between preschool and Kindergarten through collaborative discussions with the wider school team, putting on a united front and carefully considering the transition.

Educators are advocates for children and their families, supporting and guiding them through challenge. We provide families with important information on the benefits of healthy eating and sun safety.

Our vision of children

Educators view children as resilient, capable, competent, and independent learners, highly skilled at navigating their own learning interests. Our free flow indoor/outdoor learning environments provide children with choice, challenge and our flexible, responsive learning program is compiled, and edited as required, with children in mind.

Children’s individuality is nurtured and celebrated, and bespoke learning goals, set in collaboration with families, encourages individualised outcomes for children, at a pace suited to their individual development. Educators maintain the highest expectations of all children and are mindful of each child’s individual achievements, viewing each child’s strengths and ‘can dos’, rather than the alternative.

We place the highest emphasis on children’s voice, allowing their needs and interests to feed the program. Our educators are mindful and interested in the children, inquisitive to the differing cultures and beliefs of our families and celebrating these respectfully.

Educators deem it necessary children should become environmentally aware, and they hold responsibility for caring for our plants and respecting their resources and peers.


Our Learning Program

we acknowledge the traditional custodians of this land, the Darug People image
  • The play-based preschool program provides opportunity for children to develop academically, socially, and holistically, prepared for life’s challenges. Our aim is to ensure children leave the preschool equipped with the life skills necessary to succeed in school and beyond, in a fun, sociable and safe environment. It’s our belief that by listening to the child’s voice, children are provided with the opportunity to engage in provocations and experiences that develop their deeper understanding of content while creating a greater sense of creativity, interest and wonder for the world around them? The examples are visible in the program summaries and mind maps covering extended topics of child’s interest, activities, Science Technology Engineering and Mathematics (STEM) projects or upcoming events.
  • The Early Years Learning Framework (EYLF) provides the foundation of the program and educators seek to ensure:

● Children have a strong sense of identity

● Children are connected with and contribute to their world

● Children have a strong sense of wellbeing

● Children are confident and involved learners

● Children are effective communicators